抄録
In this paper, the possible treatment for the students who have highly competence for mathematics is examined. In order that, the cases from the United States, where they have different sense of equality or equity from Japan, are analyzed for some implications to Japanese mathematics education. First of all, the case of Advanced Placement Program is discussed, as the case of mathematics education, where they teach college level mathematics in high schools. This is a nation wide project which is conducted by The College Board. As the second, another case of University of Minnesota Talented Youth Math Program is discussed. This is the program where the students come to the university to take high-level mathematics courses, and it provides a challenging mathematical education for highly motivated, talented pre-college mathematics students (grades 5-12) in Minnesota. From the analysis of these two cases, the following themes are pointed out. (1) How is the teacher training for such programs supposed to be in Japan? (2) How can we cope with the continuity in high school and college mathematics? (3) How is the approval of college credits for high school students applied? (4) The possibility of having classes for high school students in universities. (5) The relation to other school subjects.
